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© 2020

Monitoring Student Achievement in the 21st Century

European Policy Perspectives and Assessment Strategies

  • Heidi Harju-Luukkainen
  • Nele McElvany
  • Justine Stang
Book

Table of contents

  1. Front Matter
    Pages i-xii
  2. Heidi Harju-Luukkainen, Justine Stang, Nele McElvany
    Pages 1-6
  3. Part I

    1. Front Matter
      Pages 7-7
    2. Miyako Ikeda, Alfonso Echazarra
      Pages 9-20
    3. Andreas Frey, Johannes Hartig
      Pages 39-49
    4. Eva L. Baker, Harold F. O’Neil Jr.
      Pages 51-61
  4. Part II

    1. Front Matter
      Pages 63-63
    2. Claudia Schreiner, Birgit Suchań, Silvia Salchegger
      Pages 65-77
    3. Michelle Braš Roth
      Pages 93-103
    4. Gunda Tire
      Pages 119-129
    5. Mari-Pauliina Vainikainen, Heidi Harju-Luukkainen
      Pages 131-142
    6. Nele McElvany, Justine Stang
      Pages 143-156
    7. Ildikó Balázsi, László Ostorics
      Pages 157-169
    8. Meyvant Þórólfsson
      Pages 171-180
    9. Rosalia Castellano, Sergio Longobardi
      Pages 181-194
    10. Henrik Galligani Ræder, Rolf Vegar Olsen, Sigrid Blömeke
      Pages 195-206

About this book

Introduction

This book draws together leading student assessment academics from across Europe exploring student monitoring policies and practices in a range of countries across 22 chapters. 

The chapters in the first part offer a broad overview on student assessment covering history and current status, aims and approaches as well as methodological challenges of international student assessment. The second part presents country specific chapters provide an in depth look examining country specific policy and practices and findings of national and/or international assessments. Findings are critically discussed and recommendations are made for further development of each country's assessment context. 

The book shows similarities and differences within the educational assessment landscape as well as complexity and similarities in assessment policy documents and strategies, Given the globalized world we live in today, this book fills a need in the higher educational context and is intended for for policy makers in different countries as well. 

Keywords

International student assessment OECD assessments IEA assessments European education context European student assessment International student monitoring Methodology in student assessment European assessment policy Assessment policy and practice Monitoring school systems Educational governance

Editors and affiliations

  1. 1.Nord UniversityLevangerNorway
  2. 2.Center for Research on Education and School Development (IFS)TU Dortmund UniversityDortmundGermany
  3. 3.Center for Research on Education and School Development (IFS)TU Dortmund UniversityDortmundGermany

About the editors

Heidi Harju-Luukkainen is Professor of Education at Nord university, Norway. She holds a Ph.D. in education, special education teacher qualification and a qualification in leadership and management from Finland. She has published more than 100 international books, journal articles and reports as well as worked in more than 25 projects globally. She has developed education programs for universities, been a PI of PISA sub-assessments in Finland and functioned as board professional.

Nele McElvany is a professor and the executive director of the Center for Research on Education and School Development (IFS) at TU Dortmund University and has been a member of its board of directors since 2010. She heads the working group “Empirical Educational Research with a Focus on Teaching and Learning K-12”. Her research is on designing in-depth, cross-sectional and longitudinal studies using questionnaires, tests, video-based observations and experimental designs with large-scale data analyses. Her work on individual, social and institutional conditions of educational processes and outcomes is nationally and internationally presented in conferences and publications.

Justine Stang is a postdoctoral researcher at the Center for Research on Education and School Development (IFS) at TU Dortmund University. She earned her PhD in Psychology in 2017. Her recent work focuses on social and educational psychology research themes like stereotype threat, instructional quality or teacher judgement accuracy. Her research is on cross-sectional and longitudinal studies using questionnaires, tests and experimental designs with large-scale data analyses. Her work is nationally and internationally presented in conferences and publications.


Bibliographic information